NBS8649 : Developing Leadership Perspectives
- Offered for Year: 2024/25
- Module Leader(s): Dr Nicola Patterson
- Owning School: Newcastle University Business School
- Teaching Location: Newcastle City Campus
- Capacity limit: 90 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this module is to support learners to develop their knowledge and understanding of various leadership perspectives through a critical lens. The module will provide learners with the opportunity to enhance their leadership development knowledge and skills by introducing them to a leadership development framework and various leadership concepts and theories to support the development of their own leadership practice. By the end of the module, learners will have:
- Understood and appreciated the importance of leadership development for self-development
- Developed a critical lens from which to explore leadership theory in relation to their own leadership practice
- Understood the importance of their own leadership practice in relation to others and wider society
Outline Of Syllabus
The indicative syllabus may include topics such as:
- Overview of the development of leadership theories, e.g the evolution from Great Man to Responsible Relational Leadership Practices (e.g. Raelin; Cunliffe Eriksen, 2011)
- Overview of the development of leadership development theories e.g. authentic leadership, relational leadership learning (Mavin et al, under review)
- Understanding self and self-development in relation to leadership practice; values-based leadership practices (Eriksen, 2012)
- Inclusive leadership practices (Shore et al, 2011; Oswick and Noon, 2014) and belongingness and uniqueness
- Leadership as identity work, in practice
- Entrepreneurial Leadership
- Relational leadership and relational leadership learning
- Authentic Leadership
- Responsible leadership, e.g. in relation to the Good Life Goals from the United Nations Sustainable Development Goals (SDGs)
Above syllabus reflects NUBS Global Graduate Attributes (e.g. socially and ethically responsible; committed to equality inclusion and diversity; confident, self-aware and mindful of personal values; personal responsibility for learning and high performance)
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 9 | 2:00 | 18:00 | 9 x 2 hour lectures based on 9 core topics |
| Guided Independent Study | Assessment preparation and completion | 62 | 1:00 | 62:00 | N/A |
| Guided Independent Study | Directed research and reading | 12 | 1:00 | 12:00 | Advance seminar preparation |
| Structured Guided Learning | Structured research and reading activities | 18 | 1:00 | 18:00 | 1 directed reading and activity for each topic area |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 3:00 | 12:00 | 4 x 3 hour seminar style small group leadership practice development sessions |
| Guided Independent Study | Reflective learning activity | 18 | 2:00 | 36:00 | N/A |
| Guided Independent Study | Independent study | 36 | 1:00 | 36:00 | N/A |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 4 | 1:00 | 4:00 | Online Assessment surgery |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 2:00 | 2:00 | Module introduction to familiar with the module, learning flow and enable learner introductions in a safe space online to acknowledge different learning needs |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods recognise the importance of learners learning about leadership in relation to self, others and the wider environment in which they practice and develop as leaders. The teaching and learning methods support achievement of the module’s learning outcomes. The processes of teaching and learning, within this module, include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online sessions, enable students to articulate, respond to and provide feedback on theory, knowledge and practice application to develop their critical lens through challenge and questions. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about leadership theory and practice. Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, this will be supported through guidance on relevant materials.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 2 | M | 100 | 3000 word report |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 2 | M | Maximum 500 word piece supporting the development of critical lens |
Assessment Rationale And Relationship
Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage in reflection, dialogue, debate and discussion on campus. Collaborative learning will be encouraged within and outside of the classroom environment.
Summative Feedback - The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating their conceptual understanding, demonstrate their criticality and its practice relevance. It comprises a report of 3,000 words, of the learner's knowledge and understanding of leadership development and leadership theory in relation to self and wider society. Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/ or practice action.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8649's Timetable